A Multiple-Case Study of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses

This multiple-case study explored the experiences of two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Individual interviews revealed perspectives on knowing, learning, and teaching mathematics as experienced by the two groups; the quantitative fin...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2011
Hauptverfasser:	Swars, Susan L, Smith, Stephanie Z, Smith, Marvin E, Hart, Lynn C, Carothers, Jody
Format:	Report
Sprache:	eng
Schlagworte:	Beliefs Elementary Education Elementary School Mathematics Learning Mathematics Instruction Preservice Teacher Education Preservice Teachers Student Attitudes Student Experience Teacher Characteristics
Online-Zugang:	Volltext bestellen
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	This multiple-case study explored the experiences of two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Individual interviews revealed perspectives on knowing, learning, and teaching mathematics as experienced by the two groups; the quantitative findings indicated differences in mathematical beliefs. One group characterized mathematics as a record of knowledge, difficult to understand and lacking in relevance; learning occurred through rote memorization and via external expertise, with teaching typified as explaining. The other group portrayed mathematics as process-focused, internally constructed, and relevant; learning took place through a focus on children's thinking, with teaching characterized as guiding and questioning. [For the complete proceedings, see ED585874.]